놀이 중심의 주장훈련이 초등학생의 부끄러움 감소와 주장성 증가에 미치는 영향 = (The) Effects of Assertiveness Play Program on the Shyness and Assertiveness of Elementary School Students

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the effects of assertiveness play program on the shyness and assertiveness of elementary school students.
The hypothesis of this research is consisted of four items as follows.
First, do the shameful children show positive changes in the self-evaluation about the behavior with the shyness after training?
Second, do the shameful children show positive changes in the evaluation of teachers about the shameful behavior after training?
Third, do the shameful children show positive changes in the self-evaluation about the assertive behavior after training?
Fourth, do the shameful children show positive changes in the evaluation of teachers about the assertive behavior after training?
As for the testees, they are elementary school children in the third grade in Seosan city. This study is to examine the level with the shyness and the degree of assertion for the whole 153 children in the third grade before the experimental disposal, select the 40 children with the low assertion in the high level, and divide the 28 children who made their position clear to participate among them into the experimental group and the control group.
This study is to execute the program that Jeon Ji Hyeon(1995) has reconstructed on a basis of assertive training program by Byeon Chang Jin and Kim Seong Hui(1980) as an object of the experimental group through total 10 times by two times a week by the 80 minutes at one time.
For measuring the shyness, this study is to refer to the shyness test of Zimbardo(1977) and Lazarus(1980). And this researcher used the instrument that Jeong Chang Yun(1997) used by collecting it to the sentence proper to the elementary school children in the third grade according to the recommendation of guidance teacher after collecting and complementing. For measuring the assertion, this study is to use a measure of assertive behavior by Rako and Schroeder(1980) after collecting and complementing it that Jeon Ji Hyeon(1995) used by changing to suitable sentence proper to the level of elementary school student.
As for the data analysis of this research, it is composed of the statistical analysis and the content analysis. The statistical analysis executed the prior/post mean difference test about the shyness and assertive test between two groups. And it examined the significance test, using SPSS program. As for the content analysis, it analyzed the content using the observation by the teachers, mutual feedback with the testees, and activity questionnaire.
From the hypothesis test of research above, it may be summed up as follows.
First, it showed the positive changes in the self-evaluation about the shameful behavior after training the shameful children.
Second, it showed the positive changes in the evaluation of teachers about the shameful behavior after training the shameful children.
Third, it showed the positive changes in the self-evaluation about the assertive behavior after training the shameful children.
Fourth, it showed the positive changes in the evaluation of teachers about the assertive behavior after training the shameful children.
The assertive training program used in this research was composed of the play, accordingly, that made the elementary school children in the third grade was not bored and took part in there joyfully. Accordingly, it needs to verify the effect after reconstructing it to the play proper to the elementary school children in the lower grades. Also, as executing it below Up area, there will be a meaning compared with the urban area, Up area, and rural community. In addition, a method of making the parents participated in the program will be very helpful to finding out the cause of shyness. After all, it will be effective in the object of this research that is to decrease it.

목차 (Table of Contents)

• 목차 = Ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 놀이 = 5
• 2. 부끄러움 = 10
• 3. 주장훈련 = 22
• Ⅲ. 연구 방법 = 28
• 1. 실험 대상 = 28
• 2. 측정도구 = 28
• 3. 실험 설계 및 실험 절차 = 30
• 4. 놀이 중심의 훈련 프로그램의 내용 = 32
• 5. 자료의 분석 = 32
• Ⅳ. 연구 결과 및 해석 = 34
• 1. 통계적 분석 = 34
• 2. 내용 분석 = 39
• Ⅴ. 결론 및 논의 = 48
• 참고문헌 = 50
• (Abstract) = 55
• 부록 = 59